Dissertation > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Chinese Language

Analysis of non-verbal behavior of the Chinese language teaching teachers

Author DiYan
Tutor QianJiaQing
School Qufu Normal University
Course Subject Teaching
Keywords Nonverbal behavior teachers of Chinese language teaching
CLC G633.3
Type Master's thesis
Year 2011
Downloads 87
Quotes 0
Download Dissertation

In Chinese teaching, the slow and urgent of tone, neat and beautiful costumes, kind and gentleness face, flexible and graceful posture, natural manner and generosity of teachers are belonged to their non-verbal behavior. Non-verbal behavior plays an important role in Chinese teaching. But given to the current teaching reality, there are still a lot of Chinese teachers don’t pay attention to it, can’t really aware of the huge function of it in the Chinese teaching, just use it unconsciously. Most of the researches have done mainly on the whole non-verbal behavior, very little is done from the Chinese subject in detail. In order to optimize the teachers’non-verbal behavior and enhance the effectiveness of Chinese teaching, we have done some more specific and deeper discussion according to the research results from domestic and abroad combining with the reality of language teaching.This article will discuss the non-verbal behavior in language teaching from 4 aspects:the connotation characteristics, function, classification, and the use of it. Firstly, we defined the non-verbal behavior from the broad and narrow sense, the action or the gesture of performance when the individual contacts with others in non-verbal symbols is named as broad non-verbal behavior, and the narrow sense refers to the action or the gesture of performance when the individual communicates with others using his own body language as the non-verbal symbols. Then discusses the connotation and characteristics of non-verbal behavior of Chinese teacher, and consider Chinese as a language subject. Its features include aesthetic, difference, flexible diversity, figurativeness, true romance, continuity and situational. Non-verbal behavior plays an important role in Chinese teaching, the specific as follows:mobilization of the atmosphere, inspiration of emotion, control of classroom discipline, supplementary of alternative. In the third part, we divide the nonverbal behavior into 4 categories:body language, external appearance, assisted speech and language, time and space control, each category include a few classes. The last part talks about the use and classification of non-verbal behavior of Chinese teachers, and expounds the 4 categories of the above followed by the following 4 principles:figurativeness, appropriate moderate, respect the students, harmony, ideographic clear. Hope that the Chinese teachers can fully realize the important role of nonverbal behaviors, and optimize their non-verbal behavior continuously. The combination of verbal and non-verbal behavior in teaching, can not only help the teacher to better the figurativeness, the harmonious beauty and the inner beauty, but also make the students access to knowledge, purify their minds, enhance the realm of life with enjoyment.

Related Dissertations
More Dissertations